Impact of authentic leadership practices of principals and the associated levels of  teachers’ trust

dc.contributor.author	Cropper, Deea
dc.date.accessioned	2018-10-09T03:38:47Z
dc.date.available	2018-10-09T03:38:47Z
dc.date.updated	2018-09-20T12:44:49Z
dc.description.abstract	The purpose of this comparative case analysis was to examine the authentic leadership practices of school leaders and the associated levels of teachers’ trust within the school setting. The level of trust between teachers and school administrators affects the school as a whole. “Without trust,” as Blase and Blase (2001) write, “a school cannot improve and grow into the rich, nurturing micro-society needed by children and adults alike” (p.25). Empirical qualitative literature that focuses on the leadership practices of school leaders and its effect on trust of teachers warrants further investigation. The comparative analysis addressed the following: an examination of authentic leadership, leadership practices in the public school system, the leadership practices that build trust among teachers and implications for administrators and building leaders. The findings suggest that when a principal was open, influential, articulate and credible, trust was created.
dc.identifier.uri	http://hdl.handle.net/20.500.12090/305
dc.language.rfc3066	en
dc.title	Impact of authentic leadership practices of principals and the associated levels of teachers’ trust

Files

Now showing 1 - 1 of 1